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Nationalists, opposed to the British, who still ruled all of Ireland” (Power et al., 1985, p. 224). Overall, a disjointed narrative of the conscription debates, in relation to British heritages is demonstrated in the above two junior secondary Modern History textbooks. 7.20 Category 7: Reason for Colonisation 7.20.1 Discourses of ‘settlement’ and ‘invasion’. In an overview explaining to students the “motives for settlement”, in Primary Social Studies sourcebook year 5, a number of reasons that led to Britain “settling Australia” (Department of Education, 1988a, p. 23) are provided. These are: the refusal of the United States to take any more convicts; Britain’s interest in setting up a trading port; the need for timber and flax for shipbuilding; and as a penal colony. By using the term “settling Australia” (Department of Education, 1988a, p. 23) to describe the British government’s decision to send the First Fleet to Australia, a very neutral tone is attempting to be set that ignores the impact this decision had on Indigenous Australians, despite there being a the bridging topic for this unit that centres on Indigenous Australians. Whereas in the textbooks from the 1960s and 1970s, the occasional use of the term invasion was used to describe the action of the British arriving in Australia, for primary students in the lead up to the 1988 Bicentennial, settlement remained the preferred term. The use of this term is mediated through providing students with information on why there was a “need” (Department of Education, 1988a, p. 23) for Great Britain to colonise the continent. High school students during this era are exposed to the term “invasion” on occasion, for example, in Essentials of history the following statement is made: “This invasion of their land attempt to remove their culture was resisted by the Aboriginal people, and there were continual clashes with whites” (Gray, 1988, p. 57). Spanning time (Power et al., 1985) identifies additional reasons for the decision to send the First Fleet (see Source 7.93). 392
Source 7.93. “The new penal colony” extract from Spanning time (Power et al., 1985, p. 182). In a section titled Topic: The First Fleet in The modern world emerges (Lawrence et al., 1986); only one reason is outlined for Britain’s presence in Australia. This is to establish Australia as a penal colony—a place to transport British citizens due to the overcrowding of British jails. The two other reasons often cited (with primary source documents to support claims), for Botany Bay to act as a trading port and Australia as an area to build sails from flax are not mentioned. Ignoring these important reasons for the voyage of the First Fleet fails to communicate to students the complexity of the considerations that were taken in making the decision to set up Australia as a colony of Great Britain. In addition, it fails to provide an accurate representation of the facts of the colonisation, instead reinforcing common Australian folklore that sees the transportation of convicts as the sole reason for colonisation. 7.21 Category 8: Federation 7.21.1 Discourses of multiple perspectives. Discussing Australia’s Federation in 1901, Great Britain is presented as the leading factor used in debating both for and against the type of Federation Australia would finally form. The extract reads: The political system Before 1901, there were two distinct groups pushing for a united Australia: • those who believed in maintaining close ties with Britain and keeping the British monarch as the head of a united Australia • those who believed in cutting ties with Britain, having no monarch, and setting up the new nation as a republic. The Bulletin magazine strongly supported this group. (Lawrence et al., 1986, p. 276) 393
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University of Southern Queensland C
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Certification of Dissertation I cer
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for and receive a scholarship so th
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5.4 Category 1: Privileging British
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List of Figures Figure 3.1 Structur
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Appendices Appendix A: Contexts…
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through The Courier Mail, as well a
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A syllabus in the Queensland school
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after World War I (WWI); the Austra
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Settler and Savage: One hundred yea
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3. What discourses of British Herit
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Howard in 2007; arguably a point in
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2.1.2 Key concepts and terms. As wi
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Giroux & Purpel, 1983; Whitty, 1985
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that Bruner mentions are prepositio
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kind of private property handed dow
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The information presented thus far
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English (AATE) used an editorial of
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2.3 Defining Textbooks One importan
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textbooks are...a very important ve
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which the learner is subject, but t
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Although Issitt (2004) contends tha
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intended set of learnings are infor
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Moving to focus on those who hold r
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parameters of the terms of the deba
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Similarly, Woodfin asserts “in es
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1996, pp. 8-9). Luke further discus
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powerful groups may also otherwise
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2.7.1 Theories of national identity
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understood as part of a broader str
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significance (either implicitly or
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…in the established nations, ther
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The ‘history wars’ in Australia
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In academia, the move is away from
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and its internal and external other
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Whilst this may be an extreme examp
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conducted for this project due to t
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Table 2.2 The Two Traditions of His
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puts emphasis on the celebration of
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emaining the same throughout. Stude
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As one of few (current) educators i
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A researcher bricoleur carefully se
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approaches. What bricolage does off
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and modification” (Reitstaetter,
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icolage, interpretive bricolage, po
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approaches, processes of further en
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historical studies and more (see, f
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A criticism made by Blommaert that
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The lens of CDA is used to gain ins
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with the bricolage approach adapted
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In his examination of American hist
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considered and, where relevant, ove
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the…analysis of political discour
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avoids the ‘Bad King John/Good Qu
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2005, p. 5). Due to placing visual
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(1995-1996, p. 5). Increasingly, st
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term memories, and the power nation
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When we attempt to answer the quest
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In academia, the move is away from
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Historians operating in the critica
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for the purposes of this project, i
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get the job done to the satisfactio
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the project, enabled through a refl
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challenging task of the reflection
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understand the relationship the res
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establishing the trustworthiness of
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publishing company for Queensland s
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of direct light, so that they could
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o Queensland based authors are ofte
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selection, resulting in as comprehe
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• “1. Focus upon a social probl
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contextualised in the wider study,
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Dijk as “knowledge, attitudes and
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136
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a type of ‘neutral’ fact-sheet
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across the three distinct eras focu
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stories by authors such as Arthur C
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opposes the notion that a person is
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Given the clear recollections of sc
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5.2 Education Context This section
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following passage taken from the pr
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5.2.3 Key textbooks and related sch
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Mariners of England a poem written
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Source 5.3. Chapter II: The Britons
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the largest for British heritages,
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stands for the country itself and t
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Source 5.4. The Flag of the Empire
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Australasia appears in a number of
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demands. But if they spoke with a u
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5.8.1 Discourses of legitimizing th
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practical example: Australia’s pa
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Although often mediated through the
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which were, at the time, very emoti
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Source 5.6. Front cover of Anzac Da
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5.9 Intersections of British Herita
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Australia contains further signific
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Source 5.7. Extract from Preface to
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Furthermore, the use of primary sou
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“…playing fast and loose with t
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Australia experienced a growing str
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Separate State responsibility has l
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The two examples above, although br
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It was in the 1952 syllabus that th
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(b) Australian Aborigines. (Departm
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However, due to the wide distributi
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matter in a fresh and interesting w
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textbooks published in the early to
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Source 6.3. A sample project sheet
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narratives of so-named British expl
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This image, like many of the narrat
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killed by Indigenous Australians; E
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possibly unintended message that th
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Source 6.10. “Natives” extract
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Source 6.11. “King was saved” e
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Indigenous Australians is linked wi
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one Indigenous person. There is a v
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Source 6.15. Batman Treaty and Gove
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Indigenous Australian interactions
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Source 6.18. “Jacky’s Sad Story
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Australians in history narratives.
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comments that bring together the va
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6.5 Category 2: Frontier Conflicts
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6.5.2 Discourses of eye-witness acc
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places where the natives were treat
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Source 6.24. Frontier Conflicts ext
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6.6 Category 3: Tasmanian Indigenou
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emoval of the captured aboriginals
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Some emotion is attributed to this
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6.6.4 Discourses of criminality. Vi
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in Source 6.28, they are both male,
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emerging respect for different know
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exploration of the Western Australi
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group: “naked”; “In the ten t
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Source 6.31. “The Last of His Tri
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Source 6.32. “Corroboree” in Sc
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Source 6.33. Typical portrayal of T
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1962, p. 214). Attributing negative
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Source 6.35. “The Referendum of 1
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inclusion of Indigenous Australians
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foreground of the image, but it is
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Indigenous Australians are still re
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Source 6.40. “An Australian Fairy
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Indigenous woman which, although co
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They hold that the bush and all it
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attention and make learning Social
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Department of Education, 1960/1963,
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secondary school level this textboo
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history of Tasmania through various
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Social Studies for Queensland schoo
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al., 1969, p. 166), where Indigenou
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290
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Source 7.1. Extract from Introducti
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In the lead up to and in the year o
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Newton. The lyrics portray a multic
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1988 Bicentennial, clearly marking
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Demonstrating the progressive move
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It is important that students have
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such as Case studies in Australian
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Our hope is that students using the
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Source 7.10. “Settlement in Austr
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Source 7.12. Dampier extracts from
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making roles. Particularly in some
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Source 7.17. Classroom moiety syste
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Source 7.19. Yiwara “special obli
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suggestions on how teachers are to
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As demonstrated in Source 7.23, thi
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Source 7.28. “The first Australia
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settlement. However, documents reve
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of the early interactions between T
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Given that this textbook was publis
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overtly, as the issues of land righ
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The Wave Hill walkout, covering the
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textbook author is presenting for s
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Crossroads: Imperialism and race re
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Source 7.42. Vincent Lingiari’s n
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Australia’s referenda history—w
Page 356 and 357: Source 7.45 demonstrates that throu
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Page 362 and 363: Source 7.53. Continuity of Indigeno
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Page 368 and 369: Unit 3: Modern Australia emerges co
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Page 380 and 381: 7.67. Two examples in particular sh
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Page 384 and 385: However, although this statement wa
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Page 390 and 391: Source 7.73. Treaty of Versailles e
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Page 394 and 395: Task 41: Australian foreign policy
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Page 400 and 401: “doomed to failure”; “finally
Page 402 and 403: So strong are the stories of the Ga
Page 404 and 405: Moving beyond a simplistic discours
Page 408 and 409: This demonstrates the importance Gr
Page 410 and 411: entered mainstream public conscious
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Page 414 and 415: Source 7.95. “Pupil information s
Page 416 and 417: terminology of European is stated w
Page 418 and 419: 7.23.6 Representations of British h
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Page 422 and 423: findings of the analysis through ar
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Page 432 and 433: understanding? This last point is o
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Page 436 and 437: and functional perspectives on time
Page 438 and 439: Collins, C., & Knight, S. (2006). E
Page 440 and 441: Department of Public Instruction. (
Page 442 and 443: Fiske, J., Hodge, B., & Turner, G.
Page 444 and 445: Henderson, G. (2008b, August 12). N
Page 446 and 447: Kitson, J. (Interviewer), & Malouf,
Page 448 and 449: Melleuish, G. (1998). The packaging
Page 450 and 451: Roberts, M. (2004). Postmodernism a
Page 452 and 453: van Leeuwen, T. (2001). Semiotics a
Page 454 and 455: 440
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442
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particular, this includes taking on
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The mapping of these debates conclu
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A1.1.4 Terminology. The term histor
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The similarities of the debates acr
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over...an overrun of divisive multi
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political cartoon satirist, Peter N
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A1.5.1 April 23, 1993: Geoffrey Bla
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After an initial furor, this curric
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A1.5.4 October and November 1996: J
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I take a very different view. I bel
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history/culture wars in the public
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parallels between ideologies presen
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into “politically correct new age
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Root and branch renewal of history
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Further in his lecture, Manne then
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Throughout the years that the histo
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A people with a sense of a fair go
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"There's real anger about that," ag
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Instead, from the nation's Parliame
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asis for critical (and often deriso
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valid reasons for living and hoping
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“centrally prescribed curriculum
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elativism in school curriculum, spe
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supporting PM Howard’s call for a
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The politicisation of the curriculu
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Government in the rundown to the en
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oversimplified and shallow analysis
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than the combination of history, ge
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Language used by opponents of the c
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invades school curriculum” (Lane,
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504
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506
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Appendix D: Sample Data Analyses Ti
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(p. 110) Passage 6: (pp. 110-111) P
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probably good that this was not cas
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Overall, a very unemotional account
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